Three things I will do to get better in Math and Math teaching before field placement are as follows: 1. Take note of questions or topics on the Praxis II exam that I found difficulty in, practice them, and build lessons on them to possibly teach to students (if they fit into the curriculum). 2. Teach more than five lessons in math to feel more comfortable with the subject. 3. Review the math curriculum and make note of topics that I would find difficulty in teaching students e.g. fractions, the metric system conversions, long division, etc.
Thinglink: Plastic Pollution
Grade: 4thLesson: Numbers and Operations in Base 10
Learning Objectives:
Students will use numbers and operations in base 10 to understand rounding whole numbers to the nearest hundred.
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 รท 70 = 10 by applying concepts of place value and division.
Lesson
Introduction (3 minutes) :
Teacher will review with students base 10 systems (ones, tens, hundreds, thousandths, etc.
Students will examine number sets that can re rounded to the nearest hundred of a number
Instruction (7 minutes):
Write an example of a number set on the board e.g. 1,449.
Ask students if they were to round this number, where would they round it to and why. Go around the classroom to hear what several students think.
Explain to the students that this number would be rounded down to 1,400. This is because 1,449 is not higher than 1,450. Anything higher than 1,450 would be rounded up to the next hundred (500).
Give students several examples on the bored to grasp where their understandings are. If their understandings are good, give them more challenging numbers i.e. 2,630, 9,790, 6,558, etc.
Students will be sent off to their desk groups to play a card game to round to the nearest hundred. Kings, Queens, and Jacks will be eliminated, Aces are ones.
Explain to the students the game: each card pulled will represent a number. The first player will pull four cards and put them into the largest number they can think of. Their group members will have to round the given number to the nearest hundred (or thousands if students are up for the challenge).
Independent Working Time (15 minutes):
Students will have 15 minutes to play this games and go through as many rounds as possible.
Students can keep track of their scores if they wish.
Students must keep track of their numbers they pull and make.
Closure:
At the end of the game each group will share with the class the largest number they made. The class will then have to round to the nearest hundred (or thousand).
Each group will grade their group members using this rubric, as well as the teacher.
CATEGORY
4 Exemplary
3 Proficient
2 Progressing
1 Not Progressing At All
Mathematical Concepts
Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Mathematical Errors
90-100% of the steps and solutions have no mathematical errors.
Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.
Checking
The work has been checked by two classmates and all appropriate corrections made.
The work has been checked by one classmate and all appropriate corrections made.
Work has been checked by one classmate but some corrections were not made.
Work was not checked by classmate OR no corrections were made based on feedback.
Working with Others
Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.
Student was an engaged partner but had trouble listening to others and/or working cooperatively.
Student cooperated with others, but needed prompting to stay on-task.
1. Take note of questions or topics on the Praxis II exam that I found difficulty in, practice them, and build lessons on them to possibly teach to students (if they fit into the curriculum).
2. Teach more than five lessons in math to feel more comfortable with the subject.
3. Review the math curriculum and make note of topics that I would find difficulty in teaching students e.g. fractions, the metric system conversions, long division, etc.
Thinglink: Plastic Pollution
Grade: 4th Lesson: Numbers and Operations in Base 10
Learning Objectives:
Standards
- CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 รท 70 = 10 by applying concepts of place value and division.Lesson
Introduction (3 minutes) :
Instruction (7 minutes):
Independent Working Time (15 minutes):
Closure: